BACKGROUND
There is a lack of studies on metaverse-based career mentoring for college students in both the quantitative and qualitative research.
OBJECTIVE
This study aimed to examine the effect of metaverse-based career mentoring among nursing students and explore the experiences of mentors and mentees.
METHODS
To test the effect of metaverse-based career mentoring, this study used a 1 group pretest–posttest and mixed-method design, in which focus group interviews were conducted regarding the participants’ experiences. A total of 8 mentors and 43 mentees participated in the metaverse-based career mentoring program, and 7 mentors and 12 mentees participated in the focus group interviews. The program covered 8 career fields and was delivered across 8 sessions of 60 minutes each, over 6 days. Platform and program satisfaction surveys were conducted among mentors and mentees, and career decision-making self-efficacy was measured before and after the program. We analyzed the quantitative data using descriptive statistics, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. The qualitative data underwent thematic analysis.
RESULTS
After the metaverse-based career mentoring program, mentees’ career decision-making self-efficacy increased significantly compared to the baseline level. From the mentor and mentee focus group interviews, 3 key themes were derived: (i) communicating frankly and openly, (ii) being satisfied with realistic communication and program functions, and (iii) expecting an even more optimized program.
CONCLUSIONS
A metaverse-based career mentoring program for nursing students can have a positive effect on their career decision-making self-efficacy.